Designing Assessment Responsive to Student's Learning
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Course Description
As we learnt in the course, 21st Century Skills Development, the essential skills for thriving in the 21st Century include curiosity, critical thinking, creative thinking, collaboration, and communication—otherwise known as the 5 Cs. We also learnt in the course, Learner-centred and Competency-based Approaches, that the desired outcome of these approaches is for students to be able to apply knowledge, skills like the 5Cs and the related attitudes/values that they invest in real-world scenarios. This is why assessment design needs to be responsive to these approaches, aligning with a learner-centred and competency-based curriculum. The result is that students will be able to demonstrate their skills and understanding through practical, meaningful activities that reflect how their learning would be used in real-life situations. In this course, you will first explore how you can use performance assessment to focus broadly on the demonstration of skills and knowledge. You will then explore how you can more clearly relate assessment tasks to real-life application and context through authentic assessment. The course comprises the following modules:
Module 1. Performance assessment
1.1. Features of performance assessment
1.2. Rubrics and checklists as an assessment tool
1.3. Necessary features of rubrics
Module 2. Authentic assessment
2.1. Features of authentic assessment
2.2. Lessons with authentic assessment
Key terms
Authentic assessment, case studies, checklists, competencies, competency-based education (CBE), learner-centred approach, learning outcomes, performance assessment, portfolios, project-based learning, rating scale, roleplaying, rubric, simulations
Course Objectives
The key objective of this course is to equip you with the relevant skills and understanding to decide when to implement performance or authentic assessments, which will enable you to align your assessment design with a learner-centred and/or competency-based curriculum.
Learning Outcomes
By the end of this course, teachers will be able to
- Review and identify which tasks promote lower order thinking skills and which tasks promote higher order thinking skills;
- Name the features of performance assessment;
- Identify performance assessment stages in a lesson plan;
- Understand how and what rubrics and checklists are used to assess students;
- Identify the necessary features of rubrics and checklists;
- Define authentic assessment;
- Identify the similarities and differences between authentic assessment and performance based assessment;
- Identify the key features, examples and benefits of authentic assessment; and
- Make connections between class ‘output’ activities with real-world tasks and their related skills.
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Lectures
Introduction
Module 1. Performance Assessment
Module 1 Expected Learning Outcomes and Competencies Gained
Performance assessment
Stop and Reflect Activity 1 for Module 1
Module 1 - Continued
Stop and Reflect Activity 2 for Module 1
In Practice Activity for Module 1
1.1. Features of performance assessment
Video lesson for Module 1.1
In Practice Activity for Module 1.1
1.2. Rubrics and checklists as an assessment tool
In Practice Activity for Module 1.2
In Practice Activity for Module 1.2 - Continued
In Practice Activity for Module 1.2 - Continued
In Practice Activity for Module 1.2 - Continued
1.3. Necessary features of rubrics
In Practice Activity 1 for Module 1.3
Checklists as assessment tools
Features of checklists
In Practice Activity 2 for Module 1.3
Quiz for Module 1
Module 1 Summary
Module 2. Authentic assessment
Module 2 Expected Learning Outcomes and Competencies Gained
Stop and Reflect Activity for Module 2
2.1. Features of authentic assessment
Video lesson for Module 2.1
Characteristics of authentic assessment tasks
2.2. Lessons with authentic assessment
In Practice Activity for Module 2.2
Quiz for Module 2
Module 2 Summary
Summary
Final Reflection
Course Summary
Additional Resources
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